Formation of Visual Thinking of Students in the Information Environment

Abstract

The text reveals the research directions of development problems of visual thinking and visual literacy of students in the process of mastering the information space through visual activity, conducted directly by the author of this article. An attempt was made to select the pedagogical conditions of the organization of the educational process and the basic competencies of students, allowing the teacher to find effective educational forms and directions of work adequate to the mental age characteristics of children in the process of mastering different types and directions of artistic and creative activity within the framework of polyart education. Their implementation in practice will allow students to get the necessary level of knowledge, ideas and skills, corresponding to the education of a competent and thinking viewer who can read and understand the graphic "text" and visual images created by artists, directors, screenwriters, etc. The author highlights the important components of visual literacy, depending on the age and interests of students; clarifies the concepts of "visual thinking" and "visual literacy" from the perspective of a variety of artistic activities in the learning process; the author defines and formulates competencies aimed at the formation of visual literacy through the development of the visual art alphabet in the context of integrated learning; identifies the pedagogical conditions for the introduction of the presented model into the training system; reveals the dynamics of the visual literacy development based on the development directions of students based on the mental characteristics of the children's age.

Visual Thinking Strategies—Theory and Applied Areas of Insertion

“…Another perspective on a similar train of thought is offered by Rawlinson et al, who underline the influence of visual materials on raising awareness related to different social issues [52]. Savenkova, on the other hand, conducted a more elaborate study on establishing the pedagogical basis for using VTS and developing visual literacy when determining an individual's best strategies for coping with information sources and processing them in a creative manner; the highlight of her article resides in the pedagogical determinants and condition of inserting the VTS model into educational training proper [53]. Ryznar, Kelly-Hedrick, Yenawine and Chisolm discuss, at large, the complex ramifications of VTS within the domain of psychiatric training and practice, highlighting the fact that abilities regarding comprehensive examination and particularized diagnosis greatly benefit from the transferable skills provided by the introduction of VTS [54].…”